The Microbiology aspect of the Grade 11 College Level Biology requires students to observe microorganisms from a wide range of perspectives. According to the Ontario Curriculum, by the end of the course students will determine the effects that microorganisms have on the environment, recognize the development and physical characteristics of the various types, and clearly acknowledge the many relationships that exist amongst different types of organisms (Ministry of Education, 2008). Students will get the opportunity to derive the information for this course through the means of various technology and laboratory activities.
This strand, as compared to any other in Biology-related courses, enforces students to recognize and understand a broad list of scientific terminologies, concepts and theories. Focusing from a College level perspective, attempting to relate the content to real-life circumstances may be one of the few ways of engaging your students. Making connections between microbiology and various diseases caused by bacteria, viruses and fungi in the human body can possibly encourage your class to look at the content from a whole different outlook.
Microbes and the Human Body The human body can essentially be seen as a superorganism made of up diverse ecosystems. Each individual hosts at least 1,000 different species of microbes – this is 20 times the number of cells that make up our body (Tennesen, 2011). The surface of our skin, mouth and intestines are covered in millions of microbes. However, they bring about no sort of harm since they are a part of the normal body flora.
A few microbes however are harmful and can invade the human body causing infectious diseases. Strong evidences now imply that these microbes can also induce non-infectious chronic diseases such as various forms of cancer and heart disease. In order to causes an of infection, microbes must first enter the body. They have one of four ways of making their entrance:
Respiratory tract
Gastrointestinal tract
Urogenital tract
Breaks within the skin surface
Once inside they have to make their way towards the potential target site and attach to it, multiply rapidly, obtain their nutrients from their host and survive any attacks posed by the immune system of the host (SGM, 2013). Most importantly, an infectious disease in the human body is dependent on the type of microbe – bacteria, fungi or a virus.
Activities for the Beginning of the Microbiology Unit
Global Voices Secondary Classroom Activities This activity can be carried through at the beginning of the unit to introduce the students to microbiology and human diseases. Rather than directly delivering the content to your students, allow them to conduct their own research and find the answers to the posed questions. This activity can be done individually however as a group-structured activity, students can be exposed to a great amount of information.
C3.5 describe how different viruses, bacteria, and fungi can affect host organisms, and how those effects are normally treated or prevented
Bacteria Bacteria are single-celled microbes that can be found almost anywhere. They come in all forms of shapes and sizes and can be further classified according to their physical characteristics such as biochemistry and their DNA composition (MD-Health, 2013). Compared to other organisms, bacteria tend to have a simpler cell structure due to the lack of a nucleus and membrane-bounded organelles. Their control centre which also consists of their genetic material, can be found within a single loop of DNA (SGM, 2013). Some bacteria however consists of plasmids which pose as an advantage compared to others – for instance, making the bacterium resistant to particular types of antibiotics (SGM, 2013).
Different types of bacteria.
Depending on the type of bacteria and its characteristics, some are considered to be harmful whereas others are beneficial to the human body and environment. In the human body alone, there are tons of bacteria known to help maintain health and prevent diseases.
Bacteria:
Aid digestions
Boost the immune system
Participate in insulin secretion
Prevent lactose intolerance (MD-Health, 2013).
The pathogenic bacteria are the ones that cause the bacterial infections or diseases. Once they get into the body, they begin to reproduce and invade the area of the healthy bacteria. For instance, they may crowd out the helpful bacteria in places such as the intestines, vagina or mouth. Some bacteria may also release toxins that can damage the entire body (Robert, 2011).
Activities & Labs for Bacteria-Related Content
Bacteria Lesson Plans Lesson Plans inc. provides teachers with many downloadable lessons on virus, bacteria, fungi and microbes in general. Along with the content, educators can also download simple worksheets to be completed within the class preceding the lesson or possibly for homework. The website also presents links to different types of quick online quizzes that students can complete in the classroom.
Gummy Germs This lab activity enforces students to acknowledge the difference between a virus and bacterium by observing their size, structure and method of reproduction. Students work with sweet edibles such as candy and other miniature food to construct an edible model of both microbes.
C2.2 compare and contrast the cell structures of eukaryotes such as fungi, protozoa, and algae [PR, AI]
C3.1 describe the anatomy and morphology of various groups of microorganisms (e.g., eukaryotes, prokaryotes, viruses)
What is the Best Way to Wash Your Hands?This hands-on activity (page 3 - 5) encourages students to acknowledge the methods in which germs are spread all around us. Post discussions can be led to determine ways in which germs can be removed from our hands. Students will verify the the various answers by analyzing control and experiment groups within the lab using a Glo Germs Kit, UV/black light and different types of soaps.
C2.4 investigate the effect of antibacterial agents on different bacterial cultures (e.g., the effects of antibacterial soap or mouthwash on a bacterial culture) [PR]
Fungi Fungi are eukaryotic organisms that can be single-celled or complex multicellular organisms. Fungi can be found anywhere – ranging from your household to cropland to the human body. They can be divided into three groups – multicellular filamentous moulds, macroscopic filamentous fungi and single – celled microscopic yeasts – depending on the foundation of their life cycle, structure of their fruiting body and the type of spores they are known to produce. Depending on the type of the fungi and their role in those environments, they can either play a vital role in important cycles (e.g. Carbon cycle) or can be considered as the main cause of a disease in animals and humans (SGM, 2013).
Different types of fungi.
Activities & Labs for Fungi-Related Content
Fungi Lesson Plan Lesson Plans inc. provides teachers with many downloadable lessons on virus, bacteria, fungi and microbes in general. Along with the content, educators can also download simple worksheets to be completed within the class preceding the lesson or possibly for homework. The website also presents links to different types of quick online quizzes that students can complete in the classroom.
Fungi 4 Schools This sources consists of a wide range of in-class activities that students can use to extend their knowledge on fungi. Although, the content is relatively intended for a younger age group, there a few beneficial activities that students can do to further comprehend the taught concepts. For instance, Activity 7 on the website contains a lab activity where the objective is to observe the conditions necessary for the growth of fungi. Students will be required to place identical sized pieces of bread and fruits in clear jars, and place them across a wide range locations to record their results.
C2.5 investigate and analyse the conditions (e.g. optimal temperature) needed by microorganisms for growth [PR, AI]
C3.3 explain the vital roles of microorganisms in symbiotic relationships with other organisms (e.g., gut bacteria in cows digest cellulose; mycorrhizal fungi penetrate and effectively extend a plant’s root system)
Viruses Viruses are the smallest type of microbes. They are made up of genetic material – DNA or RNA – that is surrounded by a capsid, which is the protective coat made of proteins. Viruses are unique in the sense that they are only able to sustain life within the cells of other living things. Before getting comfortable within their host, the particle takes the process of attaching itself to the host cell and uses its machinery to replicate its own genetic material (SGM, 2013). These microbes also depend on their host cell to carry through many of its important functions, due to the lack of mechanisms responsible for generating energy and proteins (Pelczar & Pelczae, 2007).
Viruses can affect any part of the body where the most common type involves the respiratory tract. The most common type of viral infection is the common fold with symptoms such as sneezing, runny nose and coughing.
Activities & Labs for Virus-Related Content
Virus Lesson Plans Lesson Plans inc. provides teachers with many downloadable lessons on virus, bacteria, fungi and microbes in general. Along with the content, educators can also download simple worksheets to be completed within the class preceding the lesson or possibly for homework. The website also presents links to different types of quick online quizzes that students can complete in the classroom.
Assessment Tool
The Human Disease ProjectThis final group project is a creative method of encouraging students to explore a wide range of human diseases. In this assignment, groups (3-4 students) will be expected to establish a presentation with some type of brochure, PowerPoint presentation, poster and written report to present to a middle school of their choice. One of the main objectives of this assessment is to ensure you present the disease in a manner where middle school students will understand the material. Therefore, the groups will be expected to understand their disease inside-out in order to provide the information in a clear, through manner.
Additional Resources
Antibiotic Resistance (Workshop)This particular activity can be incorporated amongst a lesson dealing with microbes and antibiotics. It encourages students to fluently determine the methods in which bacterial cells acquire new genes and understand how bacteria undergo reproduction. Overall, it allows students participate in real-life scenarios to determine the rate in which bacteria develop resistance to new types of antibiotics. While modelling their understanding of horizontal gene transfer, they will be required to complete a handout to track their activity. They will then use the data to make further analysis and evaluate real-life cases dealing with the pathogen.
Nelson: Microbiology Quizzes Nelson Education provides students with accessible, online chapter quizzes that they can use to review content covered in the classroom. Questions range from fill-in-the-blanks to multiple choice to short answers. There are also interactive practice activities that they can do when extra practice is needed.
Microbiology & Cells Although the content on this website is generally aimed for the elementary/middle school age group, teachers can use this source as a form of diagnostic to acknowledge what the students know about various aspects of Microbiology. Depending on the level of simplicity (based on the students and their learning abilities for the year), some of the interactive activities can be presented to students to work on as review questions.
Agree or Disagree? This activity can be done near the end of the unit as a consolidating lesson. It will induce classroom group discussion and students will be able to use prior knowledge obtained throughout the Microbiology unit to derive their answer. With the use of Agree or Disagree cards, students will be expected to pick the appropriate response for each proposed questions
C1.2 Analyse ethical issues related to the use of microorganisms in biotechnology (e.g., with respect to the use of bacterial insecticides, the patenting of modified microorganisms) [AI, C]
Evolution of Antibiotic Resistance This mini-unit focuses on the growing health crisis of antibiotic resistance. The file consists of several labs and informal activities that can carried through in the classroom to strengthen their understanding of the situation. The labs are definitely useful amongst this specific expectations within the Microbiology strand encouraging students to develop their investigation and communication skills.
C2.3 prepare a laboratory culture of microorganisms (e.g., acidophilus) on agar, using proper aseptic techniques [PR]
C2.5 investigate and analyse the conditions (e.g., optimal temperature) needed by microorganisms for growth [PR, AI]
Introduction
The Microbiology aspect of the Grade 11 College Level Biology requires students to observe microorganisms from a wide range of perspectives. According to the Ontario Curriculum, by the end of the course students will determine the effects that microorganisms have on the environment, recognize the development and physical characteristics of the various types, and clearly acknowledge the many relationships that exist amongst different types of organisms (Ministry of Education, 2008). Students will get the opportunity to derive the information for this course through the means of various technology and laboratory activities.
This strand, as compared to any other in Biology-related courses, enforces students to recognize and understand a broad list of scientific terminologies, concepts and theories. Focusing from a College level perspective, attempting to relate the content to real-life circumstances may be one of the few ways of engaging your students. Making connections between microbiology and various diseases caused by bacteria, viruses and fungi in the human body can possibly encourage your class to look at the content from a whole different outlook.
Microbes and the Human Body
The human body can essentially be seen as a superorganism made of up diverse ecosystems. Each individual hosts at least 1,000 different species of microbes – this is 20 times the number of cells that make up our body (Tennesen, 2011). The surface of our skin, mouth and intestines are covered in millions of microbes. However, they bring about no sort of harm since they are a part of the normal body flora.
A few microbes however are harmful and can invade the human body causing infectious diseases. Strong evidences now imply that these microbes can also induce non-infectious chronic diseases such as various forms of cancer and heart disease. In order to causes an of infection, microbes must first enter the body. They have one of four ways of making their entrance:
Once inside they have to make their way towards the potential target site and attach to it, multiply rapidly, obtain their nutrients from their host and survive any attacks posed by the immune system of the host (SGM, 2013). Most importantly, an infectious disease in the human body is dependent on the type of microbe – bacteria, fungi or a virus.
Activities for the Beginning of the Microbiology Unit
Bacteria
Bacteria are single-celled microbes that can be found almost anywhere. They come in all forms of shapes and sizes and can be further classified according to their physical characteristics such as biochemistry and their DNA composition (MD-Health, 2013). Compared to other organisms, bacteria tend to have a simpler cell structure due to the lack of a nucleus and membrane-bounded organelles. Their control centre which also consists of their genetic material, can be found within a single loop of DNA (SGM, 2013). Some bacteria however consists of plasmids which pose as an advantage compared to others – for instance, making the bacterium resistant to particular types of antibiotics (SGM, 2013).
Depending on the type of bacteria and its characteristics, some are considered to be harmful whereas others are beneficial to the human body and environment. In the human body alone, there are tons of bacteria known to help maintain health and prevent diseases.
Bacteria:
The pathogenic bacteria are the ones that cause the bacterial infections or diseases. Once they get into the body, they begin to reproduce and invade the area of the healthy bacteria. For instance, they may crowd out the helpful bacteria in places such as the intestines, vagina or mouth. Some bacteria may also release toxins that can damage the entire body (Robert, 2011).
Activities & Labs for Bacteria-Related Content
Fungi
Fungi are eukaryotic organisms that can be single-celled or complex multicellular organisms. Fungi can be found anywhere – ranging from your household to cropland to the human body. They can be divided into three groups – multicellular filamentous moulds, macroscopic filamentous fungi and single – celled microscopic yeasts – depending on the foundation of their life cycle, structure of their fruiting body and the type of spores they are known to produce. Depending on the type of the fungi and their role in those environments, they can either play a vital role in important cycles (e.g. Carbon cycle) or can be considered as the main cause of a disease in animals and humans (SGM, 2013).
Activities & Labs for Fungi-Related Content
Viruses
Viruses are the smallest type of microbes. They are made up of genetic material – DNA or RNA – that is surrounded by a capsid, which is the protective coat made of proteins. Viruses are unique in the sense that they are only able to sustain life within the cells of other living things. Before getting comfortable within their host, the particle takes the process of attaching itself to the host cell and uses its machinery to replicate its own genetic material (SGM, 2013). These microbes also depend on their host cell to carry through many of its important functions, due to the lack of mechanisms responsible for generating energy and proteins (Pelczar & Pelczae, 2007).
Viruses can affect any part of the body where the most common type involves the respiratory tract. The most common type of viral infection is the common fold with symptoms such as sneezing, runny nose and coughing.
Activities & Labs for Virus-Related Content
Assessment Tool
Additional Resources
References
MD-Health. (2013). Types of Bacteria. Retrieved March 10, 2013, from http://www.md-health.com/Types-Of-Bacteria.html
Ministry of Education. (2008). The Ontario Curriculum: Grades 11 and 12, Science. Retrieved February 15, 2013, from http://www.edu.gov.on.ca/eng/curriculum/secondary/2009science11_12.pdf
Pelczar, M., & Pelczar, R. (2007). Microbiology. Retrieved March 7, 2013, from http://www.britannica.com/EBchecked/topic/380246/microbiology/216166/FungiMD
Robert, W. (2011). Bacterial Diseases. Retrieved March 10, 2013, from http://www.localhealth.com/article/bacterial-diseases?t=e45cfde0-3d5c-11e0-9c79-12313b0b14f0
SGM. (2013). Microbiology online. Retrieved March 6, 2013, from http://www.microbiologyonline.org.uk/about-microbiology/introducing-microbes/viruses
Tennesen, M. (2011). The Trillions of Microbes That Call Us Home – and Help Keep Us Healthy. Retrieved March 11, 2013, from http://discovermagazine.com/2011/mar/04-trillions-microbes-call-us-home-help-keep-healthy#.UT6FVaNCOSo